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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Certificate in Senior Phase Teaching 
SAQA QUAL ID QUALIFICATION TITLE
96461  Advanced Certificate in Senior Phase Teaching 
ORIGINATOR
University of Cape Town 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Certificate  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Advanced Certificate in Senior Phase Teaching is to strengthen teachers' content knowledge, pedagogy and professionalism and to prepare a teacher to teach specialist subjects. It was designed to be aligned with the Minimum Requirements for Teacher Education Qualifications. The qualification will provide existing teachers with a sound knowledge base for teaching selected Senior Phase (SP) subjects as well as developing appropriate pedagogical strategies for the classroom. The qualification further enables more specialised and intensive learning and thus is structured with three distinct specialisations namely; Mathematics, Natural Science and English First Additional language.

Rationale:
This qualification focuses on continuing professional development of teachers and it will provide on-going training to equip teachers with the necessary knowledge and skills. It emerges from the recognition that pedagogic practices need to be developed in educators. There is a demonstrable need for better-equipped teachers in the Senior Phase, which lays the foundation for success in the Further Education and Training band and with the National Senior Certificate (NSC) examinations. This qualification forms the key strategy for developing teachers in order to improve performance in the systemic tests and the Annual National Assessment in the Grade so as to improve learner performance. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
The University has policies and systems to admit prospective learners who do not meet the formal or statutory requirements for entrance, but who demonstrate that they possess the appropriate knowledge and skills required for admission to a specific qualification. In this regard, the University supports the principle of RPL as a mechanism for providing prospective learners with status, the opportunity to enrol for a specific qualification.

RPL will be possible whereby specific existing knowledge and skills will be assessed in one or more of the modules, against the outcomes of the module and in line with the assessment procedures of the course.

Entry Requirements:
A recognised professional teaching qualification is required for entry into the Advanced Certificate in Teaching. Teachers may present a professional Bachelor of Education or an Advanced Diploma in Education (former PGCE or a Higher Diploma Postgraduate) for admission into the Advanced Certificate in Teaching. Teachers in possession of a three-year Diploma in Education, a Teachers Diploma or a completed National Professional Diploma in Education (Level 5), may also be admitted to the Advanced Certificate in Teaching. 

RECOGNISE PREVIOUS LEARNING? 
Y 

QUALIFICATION RULES 
The Advanced Certificate in Senior Phase Teaching consists of compulsory modules at NQF Level 6 adding up to 120 Credits. The curriculum is divided into subject specialisation.

Learners will choose a specialisation route and complete those modules listed under the chosen route.
Mathematics subject specialisation:
  • Number SP, 24 Credits.
  • Algebra SP, 24 Credits.
  • Euclidean Geometry and Measurement SP, 24 Credits.
  • E Data Handling and Statistics SP, 24 Credits.
  • Mathematics Assessment SP, 8 Credits.
  • Current Research in Mathematics SP, 8 Credits.
  • Mathematics Practicum SP, 8 Credits.

    Natural Science subject specialisation:
  • Natural Sciences Instruction SP, 4 Credits.
  • Matter and Materials SP, 26 Credits.
  • Energy and Change SP, 26 Credits.
  • Life and Living SP, 26 Credits.
  • Earth and Beyond SP, 26 Credits.
  • Natural Sciences Practicum SP, 8 Credits.
  • Natural Sciences Practical Work SP, 4 Credits.

    English First Additional Language (FAL) subject specialisation:
  • English Communicative Competence SP, 24 Credits.
  • Literacies SP, 24 Credits.
  • Listening and Speaking SP, 24 Credits.
  • English FAL Assessment SP, 24 Credits.
  • Language and Grammar SP, 8 Credits.
  • English FAL Communication and Learning SP, 8 Credits.
  • English FAL Practicum SP, 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate understanding, competencies and application of the content knowledge and pedagogical skills for teaching and assessing, as outlined in the appropriate Curriculum and Assessment Policy Statement (CAPS) for Senior Phase subjects.
    2. Identify and address barriers to learning, as well as in curriculum differentiation for multiple learning levels within a grade in the Senior Phase.
    3. Using available resources appropriately, for planning and designing suitable learning qualifications. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Knowledge about collecting, organising and summarising data in different contexts is gained.
  • Appropriate assessment tasks and tools in the classroom are used.
  • The role of assessment as being both evaluative and as informing future teaching is understood.
  • Teacher's pedagogic practice in the situation of teaching and learning has shown improvement.
  • An understanding of the role of assessment in the mathematics classroom is developed.
  • Appropriate professional dispositions and practice (pedagogical attitudes, values and beliefs) is applied for the Senior Phase and subject.
  • In an inquiry-based teaching and learning process participation will be demonstrated.
  • Engagement with academic literature to keep abreast of developments in the field of language education is demonstrated.
  • The Curriculum and Assessment Policy Statement is used effectively.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Learning content is appropriately sequenced based on learners' development.
  • Appropriate work schedules, lessons, learning materials and assessments for the learner are developed.
  • Pupils' activities to identify misconceptions and to deploy appropriate pedagogic strategies for remediation are evaluated.
  • Appropriate assessment tools to both evaluate pupil performance and inform future teaching is used.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Knowledge of the strategies and resources appropriate to use for teaching in a South African context are demonstrated.
  • Suitable textual and visual resources for learning are selected and prepared.
  • Different approaches to teaching and using them in ways which are appropriate for the learners and the context are selected and used.

    Integrated Assessment:
    Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification.

    Formative (or continuous) assessment offers learners feedback on their progress and occurs throughout the teaching and learning process. Learners are involved in this process and the assessment assists both the learner and lecturer to identify advantageous and disadvantageous aspects in performance, thereby aiming to improve the module or qualification each time it is revised.

    Assignments are often used in formative assessment and contribute to a minimum of 10% of the learner's final mark for some modules.

    Summative assessment often takes place at the end of a module's course and assesses whether the learner has achieved the exit level outcomes stipulated at the beginning and whether he or she can proceed further in the qualification or may eventually graduate. Most modules make use of written examinations, although some modules take the form of a portfolio or research project or workplace feedback reports to assess in a summative manner.

    The practical professional competency of learners in the selected area/s of specialisation is assessed in an authentic setting and there are clear procedures for experienced teachers in associate schools to serve as co-assessors The learners compile a teaching resource portfolio that is assessed by the mentor lecturer after completion of the eight weeks teaching practice period in the fourth year. In the final teaching practice, learners attend an eight-week internship and are again assessed by a mentor. 
    		•

    INTERNATIONAL COMPARABILITY 
    The aim of the qualification is to enhance and extend the skills, knowledge and understanding of the participants in the following ways:
  • Developing advanced knowledge and understanding of pedagogics relevant to teaching in primary classrooms.
  • Developing the capacity to analyse critically, evidence and arguments to support professional judgments in complex and ambiguous situations.
  • Making an informed contribution to current educational debates and discussions.

    The University Of Queensland in Brisbane, Australia offers the offers the Graduate Diploma in Education (GDipEd).
    Entry requirements:
  • An appropriate Bachelor Degree or an equivalent qualification.

    The Graduate Diploma in Education is a one-year teacher preparation qualification for learners who already hold a tertiary Degree. The qualification offers practical, school-based learning and draws on the latest research into effective teaching methods; ensuring learners are well equipped to meet the challenges of a teaching career. Modules within the qualification will challenge learners to use their knowledge, expertise and experience to design learning environments that will engage learners in the learning process and cater for a variety of learning styles. Learners learn to cooperatively and critically plan, design, implement and review relevant syllabi including developing teaching and learning strategies and curriculum materials. Learners will have developed a personal theory of teaching that fully considers the role of teachers in the promotion of a socially just and inclusive society. This qualification encourages active engagement with local and global communities to promote the continuing enhancement of learning for the benefit of all.

    Conclusion:
    From the above information, it can be established that this qualification compares favourably with the international qualifications in terms of the purpose of the qualifications. 
    		•

    ARTICULATION OPTIONS 
    Successful completion of the Advanced Certificate in Senior Phase Teaching may enable learners to articulate:
    Horizontally:
  • Advanced Certificate in Education Leadership, Management and Development, NQF Level 6.
  • Advanced Certificate in Education in Computers, Telecommunications, Mathematics, Science and Technology, NQF Level 6.
  • Advanced Certificate in Education in Language Education, NQF Level 6.

    Vertically:
  • Advanced Diploma in Intermediate Phase Teaching, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. University of Cape Town 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.